The Scoring Guide Writing 2.0 & 3.0 And The new Taxonomy.

The Scoring Guide Writing 2.0 & 3.0 And The new Taxonomy

The Scoring Guide Strand Measurement Topic D50 Performance Level
Strand: Physical Science Measurement Topic: Structure and Properties of Matter (.08) SC Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as… Investigating the properties of gravity Score 3.5 In addition to Score 3.0 performance, in-depth inferences and applications with partial success. Score 3.0 While engaged in tasks structure and properties of matter, the student... Compares and contrasts mass and weight The student exhibits no major errors or omissions. Score 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes. Score 2.0 Identifies that mass is determined by the amount of matter in an object Identifies that weight is determined by the amount of gravitational pull on an object Relates specific terminology... mass matter weight volume density However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Score 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Score 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. Score 0.0 Even with help, no understanding or skill demonstrated. Strand Broad category of learning Measurement Topic More specific category of learning within strand D50 Performance Level Score 3.0 The content or skills that are explicitly taught Learning Targets The Score 3.0 bullet is designated the Learning Target. The LT defines proficiency. Score 2.0 Simpler or foundational skills or knowledge at a lower taxonomic level

The Scale 4 In addition to exhibiting level-3 performance, in depth inferences and applications that go BEYOND what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (SIMPLE or COMPLEX) that were explicitly taught 2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 1 With HELP, a partial knowledge of some of the simpler and complex details and processes 0 Even with help, no understanding or skill demonstrated

Writing 3.0’s

Writing 3.0’s What is a 3.0? 3.0’s represent all of content that is explicitly taught in class under a measurement topic This is what you expect a student to know and be able to do This represents the parts of the curriculum that are being assessed

General Guidelines for Writing 3.0’s
3.0 elements: Have a procedural or declarative focus Are unpacked – measure only one piece of knowledge or skill Are learning goals, not tasks Are measurable! Are limited to 4 Learning Targets per topic Each Learning Target will have a unique Scoring Guide Are specific! Are differentiated by grade level

Learning Goals vs. Learning Tasks
Score 3.0 Learning Targets are written in the form of learning goals, not learning tasks or activities Learning goals specify the content or skills that the student is expected to know or do Learning tasks or activities are the classroom activities that a student does in order to accomplish or be assessed on the learning goal. Examples Goal Task of activity The student demonstrates knowledge of the division of the country during the Civil War The student creates a map showing the states that formed the Confederacy and those that stayed in the United States

Measurability 3.0 Learning Targets must be measurable Measurable:
Observable or Quantifiable Makes predictions about reading The teacher can observe a student doing this Performs 10 push-ups with proper form The teacher can count the number of pushup and observe proper form Not Measurable The student enjoys independent reading

Limit the number of 3.0 Learning Targets!
Research suggest that there should be no more than 3-4 Learning Targets per topic Why? More than 3 or 4 become impossible to assess and assess well at the same time Teachers can only keep records of 3-4 things at any given time Note: A Scoring Guide will be developed for each Learning Target

Specificity of Learning Targets
Learning targets must be written so that a teacher, unfamiliar with the process and unfamiliar with the curriculum, can assess a student Avoid terms that can’t be easily defined or allow for subjective interpretation Terms can be defined within the learning target Examples can also be used to provide specificity Example Non-Specific Specific Monitors own reading for comprehension Employs self-monitoring strategies while reading (e.g., predicting, confirming, rereading)

Differentiation of Learning Targets
Learning targets should be written to show an increasing level of complexity as the grade level increases If the Learning Target remains the same through several grade levels, examples must be provided to differentiate at each level

The New Taxonomy (Marzano and Kendall 2008)
Level 6 – Self-System Thinking Level 5 – Metacognition Level 4 – Knowledge Utilization Level 3 – Analysis Level 2 – Comprehension Level 1 – Retrieval Complexity Only Levels 1-4 are used in the Scoring Guide

Taxonomic Foundations
Score 2.0’s generally fall into Level 1 - Retrieval Score 3.0’s generally fall into Level 2 - Comprehension Level 3 - Analysis Score 4.0’s generally fall into Level 3 – Analysis Level 4 – Knowledge Utilization These ARE NOT hard fast rules! All of this depends on the skill and knowledge being assessed; and the grade level of the student!

Taxonomic Foundations of 3.0
3.0’s are typically written in the Comprehension and Analysis taxonomic level The lowest grade levels may have retrieval level elements

Level 2 -Comprehension Operation Definition Example activity
Symbolizing Depicting the critical aspects of knowledge in a pictorial or symbolic form Diagram the structure of the 3 branches of the U.S. government Integrating Identifying the critical or essential elements of knowledge Summarize the main causes of the Civil War Symbolizing Construct symbolic representation of information Integrating Identify basic structure of information

Level 2 -Comprehension Process Possible Verbs Symbolizing Integrating
Symbolize Depict Represent Illustrate Draw Show Use models Diagram Chart Integrating Describe how or why Describe the key parts of Describe the effects Describe the relationship between Explain ways in which Paraphrase Summarize Symbolizing Construct symbolic representation of information Integrating Identify basic structure of information

Level 3 – Analysis Operation Definition Example activity Specifying
Making and defending predictions about what might happen Predict the impact of a 5 degree change in temperature on the Earth Generalizing Inferring new generalization from known knowledge Based on what you know, why do humans build settlements where they do? Analyzing Errors Identifying logical or factual errors in knowledge Examine a candidate’s campaign literature to find errors or overgeneralization Classifying Identifying superordinate and subordinate categories to which information belongs Organize the following countries into 3 different regions Matching Identifying similarities and differences Compare and contrast the foreign policy of the U.S. under Presidents Clinton and Bush Jr. Level 3 – Analysis Specifying Identify logical consequences of information Generalizing Construct new principles or generalizations based on information Analyzing Errors Identify errors Classifying Identify categories to which information belongs Matching Identify important similarities and differences

Level 3 – Analysis Process Possible Verbs Specifying Generalizing
Make and defend Predict Judge Deduce What would have to happen Develop an argument Under what condition Generalizing Generalize What conclusions can be drawn What inferences can be made Create a generalization Create a principle Create a rule Trace the development of Form conclusions Analyzing Errors Revise Edit Evaluate Diagnose Critique Assess Identify errors Identify problems Identify issues Classifying Classify Organize Sort Identify a broader category Identify category Identify different types Matching Categorize Compare and Contrast Differentiate Discriminate Distinguish Create analogy Create metaphors Level 3 – Analysis Specifying Identify logical consequences of information Generalizing Construct new principles or generalizations based on information Analyzing Errors Identify errors Classifying Identify categories to which information belongs Matching Identify important similarities and differences

Procedural Knowledge Macroprocedures Tactics Algorithms Single rules
Highly complex procedures, with many subcomponents Tactics Complex procedures, with fewer subcomponents Algorithms Procedures with very specific steps and very specific outcomes Single rules One step procedure, one IF-THEN rule

Declarative Knowledge
Generalizations Statements for which examples can be provided Principles Specific generalizations that deal with relationships between ideas Time Sequences Events happened between points in time Facts Information about specific persons, places, things Vocabulary Terms Understanding the general meaning of a word

Declarative knowledge has a hierarchy Organizing Ideas Generalizations Principles Details Time Sequences Facts Vocabulary Terms Complexity

Procedural Knowledge Procedural knowledge has a hierarchy Processes
Macroprocedures Skills Tactics Algorithms Single Rules Complexity

Writing 2.0’s What if they can’t do it all?
We have defined what the student should be able to do. What if they can’t do it all?

Score 2.0 2.0 means the student gets and can do the simpler details and processes that were taught But, the student is not able to do the more complex processes and does not know the more complex information So, the student gets and can do the simpler stuff, but not the harder stuff

Writing 2.0’s 2.0’s are derived from the 3.0’s
They are simpler details and processes associated with the Score 3.0 learning targets 2.0’s either identify necessary components of the 3.0 or simpler versions of the 3.0

Writing 2.0’s 2.0’s use the following stem:
“There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls basic terminology such as: performs basic processes such as:”

Terminology At this step, define the basic vocabulary that the student needs to know Complete the Scoring Guide by listing the vocabulary appropriate to understand the Score 3.0 content Not every Scoring Guide has to have vocabulary

Basic Processes 2 types of knowledge
Procedural Knowing how to do something Declarative Knowing something If the Score 3.0 is procedural, than the 2.0 should be as well If the Score 3.0 is declarative, then the Score 2.0 is declarative

Procedural Knowledge Procedural knowledge has a hierarchy Processes
Macroprocedures Skills Tactics Algorithms Single Rules Complexity

Procedural Knowledge Macroprocedures Tactics Algorithms Single rules
Highly complex procedures, with many subcomponents Tactics Complex procedures, with fewer subcomponents Algorithms Procedures with very specific steps and very specific outcomes Single rules One step procedure, one IF-THEN rule

Procedural 2.0 When you write procedural 2.0’s, you will move down the hierarchy from the procedural 3.0 If the 3.0 involves a macroprocedure: For example: Write a short constructed response You may move to a lower complexity procedure, like an algorithm For example: complete a graphic organizer of a short constructed response

Declarative knowledge has a hierarchy Organizing Ideas Generalizations Principles Details Time Sequences Facts Vocabulary Terms Complexity

Generalizations Statements for which examples can be provided Principles Specific generalizations that deal with relationships between ideas Time Sequences Events happened between points in time Facts Information about specific persons, places, things Vocabulary Terms Understanding the general meaning of a word

Declarative 2.0 When you write declarative 2.0’s. you will move down the hierarchy from your declarative 3.0 If the 3.0 involves a generalization, For example: Reproduction is a characteristic of all living organisms Then the 2.0 will ask for details about that generalization For example: Recognize or recall accurate information about reproduction in living organisms (e.g. provide examples here to keep the statement specific!)

Taxonomic Foundations of 2.0
Generally, Score 2.0 items will fall into the Retrieval level However, it depends on the grade level and skills or knowledge being assessed The rule is that the 2.0 is a simpler level or process than the 3.0

Level 1 -Retrieval Operation Definition Example activity Executing
The student can perform procedures without significant errors Provide the next number in the sequence: 7,11,14,18,21,___? Recalling The student can produce information on demand Label the diagram of the cell Recognizing The student can determine whether provided information is accurate, inaccurate or unknown Which of the following did not land on the moon? A. Neil Armstrong B. Buzz Aldrin C. Michael Collins Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

Executing Student can perform simple processes
Math algorithms Editing tasks Lab procedures Steps to a dance But, they do not have a deeper understanding of why they are doing it, only that the steps they are performing are correct Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

Recalling The student can produce information on demand
The student can Recall correct answers when put into context – they can “fill in the blank” Usually assessed by short answer questions like: List Label Name Fill in the blank Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

Recognizing The student can determine whether information is accurate, inaccurate or unknown When they see it, they know that it is right The correct answer is present, and the student can Recognize the answer Usually assessed by traditional forced choice tests (e.g. multiple choice, true/false, matching) Level 1 -Retrieval Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

Level 1 -Retrieval Process Possible Verbs Executing Recalling
Use Demonstrate Show Make Complete Draft Create Recalling Exemplify Name List Label State Describe Who What Where When Recognizing Recognize Select (from a list) Identify (from a list) Determine if true/false Executing Perform procedures Recalling Produce info on demand Recognizing Determine whether info is accurate, inaccurate or unknown

The New Taxonomy